High Leverage Practices (HLPs)

High Leverage Practices for Inclusive Classrooms

The need to improve teacher practice and related student outcomes has led to a national effort to improve the preparation of teachers by “specifying teaching practices”  and preparing teachers to use these practices in their classrooms.  To address this need, several disciplines in education, including elementary education, mathematics, science, foreign language, and special education,  have begun to identify a limited number of teaching practices that have the highest leverage for improving student outcomes. These high leverage practices have been defined as “practices that are essential to effective teaching and fundamental to supporting student learning.”  Furthermore, these practices 1) are supported by research as fostering improved student learning or behavior; 2) are broadly applicable across content areas; and 3) are frequently used in the classroom.

Introduction. (2019). In 1099046301 832327443 J. McLeskey (Author), High leverage practices for inclusive classrooms (p. Vii). New York, NY: Routledge.